The intelligence of children with attention-deficit hyperactivity disorder (ADHD) was, among others, the subject of Polish research. Researchers from Poznan and Gdansk examined the profile of multiple intelligences according to Gardner’s concept in a group of children with ADHD.
The study showed that children affected by psychomotor overexcitability score best in visual intelligence. The researchers conclude that the teaching of children with ADHD should be largely based on this type of ability. According to the authors, the use of whiteboards and other visual aids by teachers is justified. The researchers suggest encouraging children with the syndrome to use drawings, videos, pictures, mind maps or highlighting important information in colour when learning.
The results of the study also show low levels of interpersonal and linguistic intelligence in children affected by ADHD. This is in line with other reports by researchers. It has previously been shown that in four- and six-year-old children with Attention Deficit Hyperactivity Disorder, it is not cognitive development but peer relationships that are most impaired. Children with ADHD do not learn to negotiate in a group, make concessions, follow the rules of play or reciprocity. This results in poor interactions or rejection by the peer group.
It is also more difficult for children with Attention Deficit Hyperactivity Disorder to maintain relationships because they are less able to recognise emotional facial expressions. The youngest with ADHD also have difficulty creating the communication situation itself. This is because their attention deficit disorder makes it difficult to make and maintain eye contact.
These interpersonal and communication problems, according to the authors of the study, should be a reason to include children with ADHD in sociotherapeutic support. This would enable patients to transfer forms of behaviour developed in a small group to larger peer groups.
Source / Bibilography